Banca de QUALIFICAÇÃO: MIDIAM DE SOUZA FERNANDES

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : MIDIAM DE SOUZA FERNANDES
DATA : 21/09/2016
HORA: 16:00
LOCAL: Sala 22 Escola de Musica
TÍTULO:

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­Supervised Teaching Internship in Music in Childhood Education: a practice that can promote autonomy in teaching during the early stages of learning how to teach

PALAVRAS-CHAVES:

Music Education, Early Childhood education, autonomy in teaching.

PÁGINAS: 55
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Artes
SUBÁREA: Música
RESUMO:

This thesis aims to analyze the process of autonomy in teaching as developed by the music education student at the end of their studies in the Music Education program at UFRN via the Supervised Teaching Internship. The research is qualitatively based with a theoretical foundation based on the dialog of authors such as as Freire (2014), Pimento (2012), Kant (1784), Tardiff (2002), Morrim (2008) and Zatti (2007). The research was conducted with six students at the end of their studies of the aforementioned music program who had fulfilled the curricula requirements of their first of four Supervised Teaching Internships (in Early Childhood education) from the first semester of 2013 and the second semester of 2014. Through the internship completed at an Applied School in the federal education network and in other Early Childhood Education institutions, an investigation was rendered as to how autonomy in Music Education teaching was structured, and how the internship directed the childhood education in these contexts. In this way, the supervised internship is seen as a practice which could propitiate autonomy in teaching and assigns new meaning to actions of the pedagogical practice, thus making up a didactic repertoire which favors the action of the intern together with a commitment to quality in the work which is developed after beginning formal educational studying. As a research technique, an open-ended questionnaire was applied on the contextualization between interns and the spaces where their internships took place. The results of the research resulted in a content analysis based on the foundations of Bardin (1977). Via this investigation, we can know the professional experiences as experienced by the college students at the end of their studies in the Music Education program at UFRN which contribute to the construction of an autonomy in teaching.

MEMBROS DA BANCA:
Externo à Instituição - CARLA PEREIRA DOS SANTOS - UFPB
Externo à Instituição - ELIANE LEAO - UFG
Presidente - 1149577 - VALERIA LAZARO DE CARVALHO